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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter is divided into two major parts. The first part presents the steps on how the researcher designed task-based English speaking materials for
the tour guides of Kalisuci Gunungkidul. The second part presents the designed materials for the tour guides of Kalisuci Gunungkidul.
A. The Steps in Designing Task-Based English Speaking Materials
To answer the first research problem, namely, how task-based English speaking materials for the tour guides of Kalisuci Gunungkidul are designed, there
were five steps to design the speaking materials. The five steps were research and information collecting, planning, developing preliminary form of product,
preliminary field testing, and main product revision. The five steps are explained in the following points.
1. Research and Information Collecting
To collect the data of the target learners, the researcher collected data which consisted of indentifying the goals, conducting instructional analysis or
identifying the speaking topics needed, and analyzing learners and context or identifying the learners’ needs.
a. Identify Instructional Goal
In this phase, the researcher conducted a small observation to indentify the results of the goals of learning English speaking skills by observing seven tour
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guides while they were guiding. The data were written by answering the observation sheet to choose one of the rating scales provided which can be seen in
Table 4.1.
b. Conduct Instructional Analysis
After the goals of learning were identified, the researcher collected data to choose the suitable speaking topics by observing the seven guides while they were
guiding. The data of the suitable speaking topics were also written in same observation sheet of identifying goals. The data were written by answering the
observation sheet to choose one of the rating scales provided which can be seen in Table 4.1.
Table 4.1 The Results of Observation No
Goal Rating Scale
1 Speak English correctly
Strongly needed 2
Speak English fluently Strongly needed
3 Use correct English expressions
Strongly needed
No Speaking Materials
Rating Scale
1 Greeting, Leave taking , and
introducing self and others Needed
2 Asking for and giving directions
Strongly needed 3
Narrating a myth Not needed
4 Procedure of Cave Tubing
Needed include in describing a place
5 Describing a place
Strongly needed 6
Describing safety equipment Strongly needed
Based on the data in Table 4.1, the researcher concluded that the goal of learning English speaking skills were able to speak English correctly and fluently.
Therefore, the learners had to pronounce the English words correctly and able to have a continuous conversation with English speaking guests. Then, they had to
use appropriate and correct English expressions in conversations.
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The results of the instructional analysis or the suitable speaking topics were the mastery of greeting, leave taking, introducing oneself and others, asking
for and giving directions, describing a place, and describing equipment.
c. Analyze Learners and Context
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